Online Lesson Plan Development Workshop

1. Online Lesson Plan Development Workshop Texas School for the Deaf September 14, 2013

2. Agenda • Introduction—David Coco • Designing Effective Lessons & Lesson Plans—Tamara Copeland-Samaripa & Michelle Halvorsen • Project Sharing & Tips from Mentors—Meredith Power & Paul Stropko • Lunch • Working Session—Development of Lesson Ideas

3. Introduction—David Coco • Know That?! • What Resources Do You Need • Project Overview

4. Know That?! • Started out as a TSD fundraising project • Transformed to an educational lesson plan • Key elements • Explain a science concept in ASL • Pick concepts that can be explained well in ASL • Engage students using humor • Target HS students but appeal to others also (interpreters, teachers, ASL students, etc.) • Make accessible for all – sign, audio, captions

5. What Resources Do YOU Need? • Lesson plans or resources? • What grade levels? • What classes? • What type of resources?

6. Online Lesson Plan Development Workshop Designing Effective Lessons and Lesson Plans Tamara Copeland-Samaripa, TSD Literacy Coach & Michelle Halvorsen, Former TSD Science Teacher

7. Components of Effective Lessons • Engage Learners • Relevant Objectives & Activities • Systematic & Explicit Instruction • Sufficient Modeling & Practice • Specific & Timely Feedback • Scaffolding & Gradual Release of Responsibility • Assessment/Evaluation (of learning & teaching)

8. Engage Learners in Active Instruction • Engaging - “Hooking” the learner from the beginning • Activate and stimulate interest • Active instruction - Students take an active role in the lesson • Passive instruction is less memorable • Active instruction engages multiple senses • Students are the ones growing neurons

9. Relevant & Meaningful Objectives and Activities • Relevant - Something that connects to… • …the student’s life, world, or interests • …another area of study • Meaningful - Having some importance for the student… • …NOW, not just when s/he leaves school • …both inside and outside of the classroom • …and is worth taking the time needed for instruction

10. Systematic & Explicit Instruction • Systematic - Learning that proceeds from easier to more difficult • Lessons should not be haphazard, or planned on a whim, but should build on one another • Curricula and core programs (e.g.: a science textbook) should be built upon developmental sequences • Explicit - Students need to be given clear direction on what is expected of them • Teachers need to instruct students in the critical features of the new learning • Students need clear instruction on what they are to do, as well as how to do it • This is especially true for struggling students

11. Sufficient Modeling & Practice • Modeling - Showing students how something is done, as well as how to think through the process • Modeling is one of the most powerful ways humans learn…for good and for ill • Teachers are all “supermodels” • Practice - Students need many opportunities to try out new skills • Guided practice with multiple opportunities for feedback • Independent practice with feedback at the end of the process • The more difficult the task, the more practice is needed

12. Specific & Timely Feedback • Feedback needs to be specific as to… • …what part of the task/answer was correct • …what part of the task/answer was wrong • …(possibly) what to do to improve next • Feedback needs to be timely so that… • …incorrect learning can be corrected • …correct responses can be reinforced • …motivation for improvement is enhanced • As learning progresses and the student matures, s/he may be able to accept feedback that is less timely and specific

13. Scaffolding & Gradual Release of Responsibility • Scaffolding - Supporting student learning as much as is needed • Difficult, abstract, or new tasks will require higher degrees of scaffolding • Gradual Release of Responsibility - The goal is for the teacher to no longer be needed • The teacher assumes more responsibility for difficult, abstract, new learning • Responsibility for the learning should be transferred to the student as quickly as possible • The teacher will need to gauge this transfer carefully and give more support if the student falters, and then relinquish it again when the student is ready

14. Assessment/Evaluation of Learning & Teaching • Assessment must be built in to all parts of the lesson, and must drive instruction • Learning should be monitored and assessed to ensure student growth • Teaching should be assessed to maximize student growth • Observation and reflection are valuable forms of assessment • Objective documentation should be a part ofthe assessment package as well • Cannot rely on “cardiac” or “chin” assessments

15. Quick Check • Turn to a partner and explain one of the components of an effective lesson • Share with your partner which component you feel you could improve upon most • Engage Learners • Relevant Objectives & Activities • Systematic & Explicit Instruction • Sufficient Modeling & Practice • Specific & Timely Feedback • Scaffolding & Gradual Release of Responsibility • Assessment/Evaluation (of learning & teaching)

16. Considerations in Lesson Planning • Prerequisite skills/Background knowledge • Need(s)/Level(s) of Students • Modifications & Accommodations (what’s the difference?) • Differentiation • Grouping Strategies • Whole vs. Small Group vs. Individual • Resources/Tools to Incorporate • Technology to Utilize/Incorporate

17. One Strategy—The 5 E Model • Particularly effective in science • Engage • Explore • Explain • Elaborate • Evaluate

18. ENGAGE • Designed to engage students in a concept, process or skill • Designed to activate prior knowledge • Designed to make connections to new learning

19. EXPLORE • Designed to give students an opportunity to explore a concept • Students go through a common experience to develop a concept, process or skill

20. EXPLAIN • Students have an opportunity to explain concepts they have explored • Opportunity for teacher to provide some direct instruction (vocabulary/key terms, key steps in a process, etc.)

21. ELABORATE • Opportunity for more practice to extend conceptual understanding • Designed to help students develop a deeper understanding of a concept and/or refine skills

22. EVALUATE • Assess student understanding and abilities • Allows teacher to determine if students understand key concepts and/or developed the appropriate skill(s)

23. Tips/Strategies • Begin with “the end in mind” • Make a list of ALL things students need to know to master your main objective • Ensure objectives are MEASURABLE • Incorporate a variety of activities, learning styles, and grouping strategies • Use technology when possible • Incorporate writing into all disciplines • Consider student’s prior knowledge/skills (or lack thereof) • Consider a back up plan (predict student roadblocks)

24. ELA Tips/Strategies • Plan for all areas: • Reading, writing, listening, speaking, word study • Consider: shared reading, independent reading (how will you effectively use both?) • Consider language accessibility • REMINDER: you are writing for OTHERS—make sure steps are clearly outlined/explained

25. Tamara’s Template

26. Online Lesson Plan Development Workshop Flipping Your Classroom Meredith Power TSD HS Math Teacher

27. Online Lesson Plan Development Workshop NASA Videos & Lesson Plans Paul Stropko TSD High School Math/Science/Robotics Teacher

28. Paul’s Points to Ponder • NASA/TSD with Astronaut Tracy Caldwell Dyson • www.tsd.state.tx.us/NASA • Students were engaged! • Good quality videos • Lesson Plans (basic/simple) • Worksheets with Web 2.0 tools • www.info.TexasDHHResources.org/NASA • Teacher’s Video for demonstration

29. Paul’s P to P Part 2 • Lesson plans – too short • Videos would cover some areas • Need to expand with a standard format • Worksheets are available but need more • Videos in ERCOD websites are for public use

30. Lunch Break

31. Working Session • Please break into two groups: Math/Science and ELA/SS/”Other”

32. Part I: Group Brainstorming • 15 Minutes • Brainstorm ideas of topics/content that you feel lesson plans need/should be developed around • Record in a Google Doc labeled for your group in the folder for this workshop

33. Part II: Tying to the TEKS • Within your large group, split into smaller groups of 2-3 people • 20 Minutes • Each group select 2-3 topics that interest you from your brainstorm list • Identify the top (max 5) content TEKS that could be “hit” by this topic • http://www.tea.state.tx.us/index2.aspx?id=6148 • Record in the Google Doc labeled for your group (Michelle will create and share with you within a few minutes)

34. Part III: Objectives/Goals • 20 Minutes • Select your favorite topic from your previous list • Write 1-3 main objectives/goals for student learning for the topics you’ve selected • Record everything in your group’s Google Doc • (If you have time, you can do this for the other topics as well)

35. Part IV: Lesson Procedure (How?) • 20 Minutes • Using your selected topic, discuss and brainstorm ideas on what resources, tools, and lesson activities you might use for this activity • Does not have to be a formal procedure • Be realistic about the time it would take to create any resources you think up • Record in your group’s Google Doc

36. Sharing • Everyone should have access to the Google Doc folder, with each group’s document in it • Take time later to review other group’s work, as it may stimulate new ideas for you

37. Online Lesson Plan Development Workshop ERCOD Lesson Resource Grant Project 2013-14 David Coco

38. ERCOD Lesson Resource Grant Project 2013-14 • Goal=> Stimulate Development of Lesson Resources for Deaf and Hard of Hearing students in Texas • Two grants ($500-2000 each) • English/Language Arts • Science/Math • All grade levels eligible • Updated info at • http://www.info.texasdhhresources.org

39. ERCOD Lesson Resource Grant Project 2013-14 Key Dates • Sept 18, 2013 - Template for submission available online • Oct 1, 2013 - Proposals due • Oct 15, 2013 - Winners announced • May 1, 2014 - Completed projects due

40. Access Issues • Lesson plans should be accessible to ALL • Captions • Audio • Signed • Design for visual learners • Minimize video distractions • Use on screen text • Universal Design – built-in access, not add-on access

41. Template for ERCOD Lesson Resource Project 2013-14--Stimulating Development of Lesson Resources for Deaf and Hard of Hearing Students in Texas • Lesson Title • Approximate Duration (minutes, hours, days) • Student Learning Objective(s) • TEK(s) (2-5) • Materials (specific as to what & amounts) • Resources/Tools (websites, etc.) • Background Knowledge Expectations • Lesson Procedure (Instruction & Activities—Differing Levels/Etc. Considered) (this will be BASIC idea(s) for proposal—fleshed out if you are selected) • Assessment/Evaluation

42. Additional Resources • DeafTEC: www.deaftec.org • Math Signs Project: www.tsdvideo.org • RIT Science Signs: http://www.rit.edu/ntid/sciencesigns/ • Job Posting: http://www.tsd.state.tx.us/apps/jobs/show_job.jsp?REC_ID=12603 • Discovery Retreat: http://www.info.texasdhhresources.org/apps/news/show_news.jsp?REC_ID=322536&id=0

43. Wrap Up--Questions/Comments? • If you have additional questions, please feel free to contact: • David Coco: david.coco@tsd.state.tx.us • Michelle Halvorsen: mmhalvorsen98@gmail.com